Abstract
The institutionalization of service learning in universities is a pressing concern in higher education. This qualitativeresearch aims to explore strategies associated with institutionalizing service learning in the institutions of highereducation. The paper examines the eight case studies from universities globally, including Indiana University-Purdue University Indianapolis (IUPUI), Stanford University, the University of Cape Town, and the University ofCalifornia, Berkeley, highlighting their successful adoption of service learning. The research seeks to address thelimited integration of service learning in the universities by offering a theoretical framework of service-learninginstitutionalization. The theoretical framework consists of three components; governance, capacity and incentives(GCI) and further includes nine sub components. This paper aims to contribute to the development of evidencebasedpolicies and practices, fostering holistic student development and civic engagement in higher education.
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